Mature students’ socio-economic backgrounds and their choices of Access to Higher Education courses

Abstract

ABSTRACTThis article discusses the educational, social and economic backgrounds of Access to Higher Education (AHE) students and how these factors influence students’ choice of courses and colleges in which to pursue their desire to enter higher education (HE) despite the risks involved and the initial lack of confidence of many of them in their capabilities as learners. The discussion is based on three main sources: studies about mature students’ views of their experiences as learners, national aggregate data about AHE students in England and Wales and the findings from a study of approximately 700 AHE students about their experiences on AHE courses that was carried out in a region of England in seven further education (FE) colleges. The study used a social constructivist perspective and linked case study design to collect and compare trustworthy qualitative and quantitative data. What emerges is that mature students need supportive learning environments that are easily accessible and build their confidence and competence as independent but collaborative learners who can achieve their aspirations as well as meet their needs as adults as spouses, breadwinners and childcarers. This has implications for how further and higher education institutions attract, teach and sustain mature students.